ASW: English Language Arts (Newly revised, 2011. Aligned with the Common Core)ASW: Grade 3 W: WRITING: Students will use a wide range of writing process strategies to write with clarity, logic, validity, and effectiveness on a variety of topics, for varied purposes and audiences.
W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.1.3a. Write opinion pieces on topics or texts, supporting a point of the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.1.3b. Provide reasons that support the opinion.
W1.3c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.1.3d. Provide a concluding statement or section.
W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W.2.3a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.2.3b. Develop the topic with facts, definitions, and details.
W.2.3c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.2.3d. Provide a concluding statement or section.
W.3 Write creatively (e.g. narratives, poems, scripts, etc…) to develop a real or imagined experiences or events using effective technique, well-chosen details, and purposeful structure.
W.3.3a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3c. Use temporal words and phrases to signal event order.
W.3.3d. Provide a sense of closure.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.4.3a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grade-specific expectations for writing types (arguments, informative/explanatory, and narrative) are defined in benchmarks W.1, W.2, and W.3 above.
W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.3a. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language indicators under benchmarks L.1, L.2, and L.3 up to and including grade 3.)
W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.6.3a. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding and critical thinking regarding the subject under investigation.
W.7.3a. Conduct short research projects that build knowledge about a topic. Refer to ASW Library Research Standards for grade level criteria and expectations.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.8.3a. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Refer to ASW Library Research Standards for grade level criteria and expectations.
W.9 Draw evidence from literary texts to support analysis, response and interpretation.
Addressed in Grade 4.
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.10.3a. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Refer to ASW Library Research Standards for grade level criteria and expectations.
Refer to ASW Library Research Standards for grade level criteria and expectations.